FEB072011 notes in Modification5324
A) Support teacher or therapist in aid to the
*Choose 3 topics that are relevant and directly
related to Modification and management
programs. Study the topics and know the
relevance of these researches if you will be an
administrator. Identify the topic in the course
syllabus where your topic area is located, you
should be able to relate the topic area in the
course outline or objectives. From there you
will be able to discuss how these topics will be
relevant to SPED programs in the Philippines.
Background of the study
How it is related to the course
Present and summarize those studies, show
their relevance
What is the research problem that you can
conceptualize from the study?
State a research problem
-----------------------------------------------------------
Regular education placement- students with
mild disabilities; when placed in a regular class
may find the class as least restrictive.
1) FULL INCLUSION- services are delivered in
the class; these are children who may need
language therapy (Given as an EX.) In full
inclusion, one therapist will come in the class as
a teacher of the whole class, but with
collaboration with the regular teacher.
Emphasis should be linked to the subject at
hand but language should be linked and
designed to cater to the special child while
giving an activity for the whole class. Isolation is
not advisable. The regular children will not think
that the therapist is just catering to the
exceptional child.
1.
regular teacher may come as an itinerant
professional: services are delivered in an
itinerant nature. The itinerant teacher may not
come every day but will come regularly at a
particular time. The service is delivered in the
classroom, and may just get the child and work
with him in a corner in a classroom which the
regular teacher cannot do.
1. B) Children with mild disabilities may not
need services from the support staff it is the
regular teacher who delivers and make sure
that the benchmarks in the child’s IEP included
in the regular class is the total responsibility of
the Regular teacher. The regular teacher infuses
the IEP in the regular curriculum. Some
beginning teachers but are conscientious may
still need help from the regular or SPED
teachers. Seasoned teachers may not need this,
but the new/beginner teachers who want to be
involved may need help.
Added:
Consultation model- there is a SPED teacher or
therapist who may see the regular GENED
beginner teacher at particular times for
consultation. Consultants may not be based in
the school. Together they plan the lesson and
the seasoned teacher may give her suggestions.
2) CHILD IS ENROLLED IN THE REGULAR CLASS
BUT THE CHILD IS TAKEN TO THE SERVICES- not
the other way around, this is usually in the
resource room.
TYPES OF RESOURCE ROOMS:
1) Categorical resource rooms- depending on
the disabilities, ex. Resource for the blind RR for
those with a hearing impairment, RR for those
with behavior problems
2) Cross Categorical resource room- cater to
children with various disabilities but may have
the same cross achievement levels, or same
academic difficulties.
3) Non-categorical Resource room- examples
are pilot schools that cater to all children with
disabilities but the school does not recognize
categories or categorical distinction.
Cross categorical VS Non categorical:
- In Cross C- there is a categorical
labeling. The children are there because
they have similar learning curves or
level or similar difficulties that the
teacher maybe able to address.
- In Non-C, there is no labeling for the
disabilities. The resource room is for all
children and the type of disability is not
addressed.
4) Specific skills Resource room- one of the
reasons why joining the SPED and GENED is
being advocated, this focuses on one particular
type of subject area. RR for reading, Math,
Multi-media, basic skills of computer literacy
etc.
5) Itinerant resource programs- the itinerant
teachers do not go to the classroom one by one
but they go the RR and works with the child.
Therapists go to the RR and the children are
sent there for the special lesson.
CURRICULUM CONTENT:
a) BASIC SKILLS REMEDIATION APPROACH-
which focuses on the instructions of basic skills
in reading and math to help children achieve in
this skill areas. They have all the materials
necessary to help low achieving children in
these basic skills area.
b) TUTORIAL TYPE- particularly in the
intermediate elementary and secondary
schools. It has to do with helping students with
disabilities in meeting the requirement in the
different subject areas, supervising them when
they are doing their assignment or mastering a
skill. Helping them meet the requirement in the
GED program to help them pass.
c) FUNCTIONAL CURRICULUM CONTENT -
which will include preparing them for work,
while the GENED teacher is busy with teaching
academics, the resource teacher will teach the
basic daily living skills, basic behavior for
assuming responsibility, even doing some self-
care among others.
BRING yellow pad for the test!